Learning objectives
To understand the importance of creating a learning environment that fosters experimentation.
To gain insights into the development of qualities in people that promote success and enhance wellbeing.
To develop familiarity with the theory and research related to positive education.
To build confidence in integrating positive education approaches into classroom practice.
To understand the need to continually reflect on wellbeing, both personally and professionally.
London riots and positive education
Between 6 and 11 August 2011, the streets of London erupted in scenes of violence that had locals in fear for their lives and livelihoods and onlookers from around the world alarmed that such things could happen in today’s England. What began as a peaceful protest against the killing of 29-year-old Mark Duggan by police escalated into full-scale rioting. After beginning in suburban London the riots spread to 66 different locations in England, including Bristol, Manchester and East Ham. Violence, looting and vandalism escalated on a daily basis, leaving residents shell-shocked. By the end of the week, five people had been killed and damage estimated at £500 million. The riots, which were largely enacted by young people, were blamed on ‘widespread illiteracy, hopelessness over youth unemployment, poor parenting, materialism, suspicion of police and the failure of the justice system to rehabilitate offenders as factors behind the unrest’ (Kissane 2012, emphasis added).
Six months after the riots, a report commissioned by the British Government and conducted by an independent panel (Riots Communities and Victims Panel 2012) examined what it perceived to be the causes of the riots. The panel visited more than 20 areas affected by the riots and interviewed a range of community members in attempts to discover what had motivated particular individuals to become involved in the riots and not others. Some communities were found to be socially and economically connected while others were deemed to be disaffected, alienated and dysfunctional.